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Do drawing tasks improve monitoring and control during learning from text? · Study

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ArticleDo drawing tasks improve monitoring and control during learning from text?

Katrin Schleinschok2017

Article2017

Do drawing tasks improve monitoring and control during learning from text?

Katrin Schleinschok · Alexander Eitel · Katharina Scheiter

81 citations·0/0 files stored·Learning and Instruction

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Visual and Cognitive Learning Processes Innovative Teaching and Learning Methods Educational Strategies and Epistemologies

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References

1998Cognitive Architecture and Instructional Design 1998Comprehension: A Paradigm for Cognition 2003Cognitive Load Theory and Instructional Design: Recent Developments 2006The Cambridge handbook of multimedia learning 1991Dual coding theory: Retrospect and current status.2014Cognitive Theory of Multimedia Learning 2006DeFT: A conceptual framework for considering learning with multiple representations 2014The Cambridge Handbook of Multimedia Learning

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2019Timing matters! Explaining between study phases enhances students’ learning.2021The Generative Activity Principle in Multimedia Learning 2017Should self-regulated learning be integrated with cognitive load theory? A commentary 2018Picture this! Effects of photographs, diagrams, animations, and sketching on learning and beliefs about learning from a geoscience text 2017Cognitive load and self-regulation: Attempts to build a bridge 2020How accurately can learners discriminate their comprehension of texts? A comprehensive meta-analysis on relative metacomprehension accuracy and influencing factors

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Details

Year2017

Typearticle

Published2017-02-22

VenueLearning and Instruction

ISSN-L0959-4752

Languageen

Citations81

Files0 public / 0

ShelfVisual and Cognitive Learning Processes

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doi10.1016/j.learninstruc.2017.02.002

openalex_workW2589810326

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2022The effects of self-monitoring on strategy use and academic performance: A meta-analysis

2020Mapping and Drawing to Improve Students’ and Teachers’ Monitoring and Regulation of Students’ Learning from Text: Current Findings and Future Directions